TED 505 - Language, Literacy and the Arts

Units: 4
Theory, content and methods of developing language and literacy skills of all learners including those who are Emergent Bilinguals and those with disabilities. Integration of the arts as strategy for presentation of content and student response.

Prerequisites: Admission to Concurrent Multiple Subject and Education Specialist Credential Program and M.S. in Special Education.
Possible Instructional Methods: On-ground, or Hybrid or Online-Asynchronous.
Grading: A-F grading only.
Course Typically Offered: Summer ONLY

Student Learning Outcomes - Upon successful completion of this course students will be able to:

Foundations for successful English learner achievement.
Linguistic development, first and second language acquisition, language transfer, and how home language literacy connects to second language development.
Managing and organizing a classroom with first- and second-language learners.
Candidates are prepared to effectively teach diverse students by increasing candidates’ knowledge and understanding of the background experiences, languages, skills and abilities of student populations; and by teaching them to apply appropriate pedagogical practices that provide access to the core curriculum and lead to high achievement for all students.
The use of materials, methods and strategies for English language development that meet state-adopted reading/language arts standards and content standards in each discipline, leading to the rapid acquisition of listening, speaking, reading and writing skills in English comparable to those of their grade level peers.
How to apply appropriate pedagogical practices that provide access to the core curriculum and lead to high achievement for all students
How to apply pedagogical practices that foster high expectations for academic performance from all participants in all contexts
How to recognize students’ specific learning needs, place students in appropriate contexts for learning, assist students to have access to needed resources for learning.
The importance of students’ family backgrounds and experiences.
Candidates learn about state and federal legal requirements for the placement and instruction of English learners, and ethical obligations for teaching English learners.
Candidates understand the local and school organizational structures and resources designed to meet the diverse needs of English learners (e.g., typologies, home language literacy, level of English proficiency, cultural backgrounds).